Students' Close Reading of Science Texts
A question being asked by teachers across the country is, How can I teach students to acquire both the skills and knowledge demanded by the Common Core State Standards (CCSS) while simultaneously guiding them to read challenging texts such as those presented in Appendix B of the CCSS? Answering this...
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| Veröffentlicht in: | The Reading teacher 2013-10, Vol.67 (2), p.109-119 |
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| container_title | The Reading teacher |
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| creator | Lapp, Diane Grant, Maria Moss, Barbara Johnson, Kelly |
| description | A question being asked by teachers across the country is, How can I teach students to acquire both the skills and knowledge demanded by the Common Core State Standards (CCSS) while simultaneously guiding them to read challenging texts such as those presented in Appendix B of the CCSS? Answering this invites the integration of ideas and the innovation of novel instructional plans. Illustrating close reading procedures in two classrooms‐ one 1st grade and one 5th grade‐ this article provides an answer by detailing the manner in which a student might approach a challenging science text using annotated reading, partner talk, text‐based questioning and reflective writing to build competence and a capacity for reading, writing, listening, and speaking about informational texts. |
| doi_str_mv | 10.1002/TRTR.1191 |
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Answering this invites the integration of ideas and the innovation of novel instructional plans. Illustrating close reading procedures in two classrooms‐ one 1st grade and one 5th grade‐ this article provides an answer by detailing the manner in which a student might approach a challenging science text using annotated reading, partner talk, text‐based questioning and reflective writing to build competence and a capacity for reading, writing, listening, and speaking about informational texts.</description><identifier>ISSN: 0034-0561</identifier><identifier>EISSN: 1936-2714</identifier><identifier>DOI: 10.1002/TRTR.1191</identifier><language>eng</language><publisher>Blackwell Publishing Ltd</publisher><subject>and materials ; as inquiry ; Assessment ; Childhood ; Comprehension ; Comprehension monitoring ; Constructivism ; Content literacy ; Depth of (higher level ; Depth of (higher level, literal level, etc.) ; Discussion ; etc. ; Information processing ; Informational text ; Instructional intervention ; Instructional models ; Instructional strategies ; Instructional strategies, teaching strategies ; Learning strategies ; Listening ; literal level ; Literature ; Making inferences ; Metacognition ; Metacognitive strategies ; methods ; Nonfiction ; Oral language ; Qualitative ; Questioning ; Reading strategies ; Research methodology ; Specific subject areas (math ; Specific subject areas (math, art, etc.) ; Strategies ; Strategies, methods, and materials ; Struggling learners ; Summarizing ; teaching strategies ; Theoretical perspectives ; To inform instruction ; To inform instruction, as inquiry ; To learners in which of the following categories does your work apply? ; Writing ; Writing across the curriculum ; Writing to learn</subject><ispartof>The Reading teacher, 2013-10, Vol.67 (2), p.109-119</ispartof><rights>2013 International Reading Association</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c1181-67f01248086a7a914fcfbc030e4fe70da7e85a2d97edd43a0db5888fd53458f63</citedby></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://onlinelibrary.wiley.com/doi/pdf/10.1002%2FTRTR.1191$$EPDF$$P50$$Gwiley$$H</linktopdf><linktohtml>$$Uhttps://onlinelibrary.wiley.com/doi/full/10.1002%2FTRTR.1191$$EHTML$$P50$$Gwiley$$H</linktohtml><link.rule.ids>314,776,780,1411,27903,27904,45553,45554</link.rule.ids></links><search><creatorcontrib>Lapp, Diane</creatorcontrib><creatorcontrib>Grant, Maria</creatorcontrib><creatorcontrib>Moss, Barbara</creatorcontrib><creatorcontrib>Johnson, Kelly</creatorcontrib><title>Students' Close Reading of Science Texts</title><title>The Reading teacher</title><addtitle>Read Teach</addtitle><description>A question being asked by teachers across the country is, How can I teach students to acquire both the skills and knowledge demanded by the Common Core State Standards (CCSS) while simultaneously guiding them to read challenging texts such as those presented in Appendix B of the CCSS? Answering this invites the integration of ideas and the innovation of novel instructional plans. Illustrating close reading procedures in two classrooms‐ one 1st grade and one 5th grade‐ this article provides an answer by detailing the manner in which a student might approach a challenging science text using annotated reading, partner talk, text‐based questioning and reflective writing to build competence and a capacity for reading, writing, listening, and speaking about informational texts.</description><subject>and materials</subject><subject>as inquiry</subject><subject>Assessment</subject><subject>Childhood</subject><subject>Comprehension</subject><subject>Comprehension monitoring</subject><subject>Constructivism</subject><subject>Content literacy</subject><subject>Depth of (higher level</subject><subject>Depth of (higher level, literal level, etc.)</subject><subject>Discussion</subject><subject>etc.</subject><subject>Information processing</subject><subject>Informational text</subject><subject>Instructional intervention</subject><subject>Instructional models</subject><subject>Instructional strategies</subject><subject>Instructional strategies, teaching strategies</subject><subject>Learning strategies</subject><subject>Listening</subject><subject>literal level</subject><subject>Literature</subject><subject>Making inferences</subject><subject>Metacognition</subject><subject>Metacognitive strategies</subject><subject>methods</subject><subject>Nonfiction</subject><subject>Oral language</subject><subject>Qualitative</subject><subject>Questioning</subject><subject>Reading strategies</subject><subject>Research methodology</subject><subject>Specific subject areas (math</subject><subject>Specific subject areas (math, art, etc.)</subject><subject>Strategies</subject><subject>Strategies, methods, and materials</subject><subject>Struggling learners</subject><subject>Summarizing</subject><subject>teaching strategies</subject><subject>Theoretical perspectives</subject><subject>To inform instruction</subject><subject>To inform instruction, as inquiry</subject><subject>To learners in which of the following categories does your work apply?</subject><subject>Writing</subject><subject>Writing across the curriculum</subject><subject>Writing to learn</subject><issn>0034-0561</issn><issn>1936-2714</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2013</creationdate><recordtype>article</recordtype><recordid>eNo9j8FOwzAQRC0EEqFw4A9yg4vb3diJnSOKoIAqUNOgHi03XqNASFEdRPv3NBQxl5nLG-kxdokwRoBkUpVVOUbM8YhFmIuMJwrlMYsAhOSQZnjKzkJ4g320hohdL_ovR10fruKiXQeKS7Ku6V7jtY8XdUNdTXFF2z6csxNv20AXfz1iL3e3VXHPZ8_Th-JmxmtEjTxTHjCRGnRmlc1R-tqvahBA0pMCZxXp1CYuV-ScFBbcKtVae5cKmWqfiRGbHH6_m5Z25nPTfNjNziCYwc8Mfmbw-13D2BP8QDShp-0_YTfvJlNCpWb5NDXJ47LK83lp5uIHf1hShQ</recordid><startdate>201310</startdate><enddate>201310</enddate><creator>Lapp, Diane</creator><creator>Grant, Maria</creator><creator>Moss, Barbara</creator><creator>Johnson, Kelly</creator><general>Blackwell Publishing Ltd</general><scope>BSCLL</scope></search><sort><creationdate>201310</creationdate><title>Students' Close Reading of Science Texts</title><author>Lapp, Diane ; 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| ispartof | The Reading teacher, 2013-10, Vol.67 (2), p.109-119 |
| issn | 0034-0561 1936-2714 |
| language | eng |
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| source | Wiley Online Library Journals Frontfile Complete; Jstor Complete Legacy |
| subjects | and materials as inquiry Assessment Childhood Comprehension Comprehension monitoring Constructivism Content literacy Depth of (higher level Depth of (higher level, literal level, etc.) Discussion etc. Information processing Informational text Instructional intervention Instructional models Instructional strategies Instructional strategies, teaching strategies Learning strategies Listening literal level Literature Making inferences Metacognition Metacognitive strategies methods Nonfiction Oral language Qualitative Questioning Reading strategies Research methodology Specific subject areas (math Specific subject areas (math, art, etc.) Strategies Strategies, methods, and materials Struggling learners Summarizing teaching strategies Theoretical perspectives To inform instruction To inform instruction, as inquiry To learners in which of the following categories does your work apply? Writing Writing across the curriculum Writing to learn |
| title | Students' Close Reading of Science Texts |
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